Monday. Weekend-talk at lunchtime. So what did I do this weekend? I went to maybe the worst bar in Stockholm! One of those really crappy bars, you know that bar with weird tasting beer, the discolored furniture’s and that smell! Service? Nope!
So why did I go? O yes, because they have the best pub-activity in town. I just love a good pub-quiz!
This is also the reason I got really excited about Gilly Salmons talk on E-tivities. Because for me this is what learning is all about. It’s not about the furniture’s in the bar. It’s not about the platform of the course. It’s about the activities.
Just as Gilly mentioned, it´s about creating does smart scaffolding strategies for online learning. Or not even creating them, just steel the classroom strategies and implement them in online courses. There is also a lot of research showing that effective scaffolding techniques that emphasizes on collaborative learning can promote effective learning and help student to achieve learning outcomes.
(see eg. Armellini & Salmon, 2007; Brindley et al., 2009; Salmon, 2013, pp. 3-9).
I think Marita Ljungqvist presentation on how the flipped classroom strategy was used in their MOOC was a good example on how a well-established scaffolding strategy can be implemented into an online environment.
I believe this is the way to go. Using well-established scaffolding strategies from face-to-face education and pack them into a “ready-to-use” format for online learning.
And there are a lot of activities that have been proven to work in classroom environments that can be transferred and applied into online environment. Another example of a very well used tool at KTH is scalable learning. The tools basic feature is that it gives the teacher the opportunity to use quiz questions in video lectures. Again a very easy tools to implement one of the best-proven techniques for learning – practice testing.
More. Another “ready-to-use” strategy is the peer grading system developed at Denmark’s Technical University. It gives the teacher the opportunity to implement a peer grading system into almost any kind of course.
I have also started the process of developing a “ready-to-use” learning tool for online education. The Jigsaw– collaboration strategy, my hope is to create an activity-module that can be implemented in a lot of online courses to create social activity.
So will my future courses be like that bar I visited this weekend?
Well, I hope my courses will look a bit nicer, but be sure, there will be a lot of E-tivities in my courses… Quizzes, peer-grading, flipped classroom, jigsaw… and if I know myself – I´ll fit in a digital Ping-Pong activity as well!
Armellini, A., Jones, S., & Salmon, G. (2007). Developing assessment for learning through e-tivities.
Brindley, J., Blaschke, L. M., & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distance Learning, 10(3)
Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
For more references see links.